College of Education News

Gaining access to the world

by

Imagine walking down a sidewalk, getting on a bus or boarding a plane.  

Now imagine accomplishing them without sight.  

Missouri State University’s orientation and mobility (O&M) program trains students how to assist individuals with visual impairments. This includes providing individuals with the tools and experience they need to navigate the world independently.  

Missouri State also offers the blindness and low vision teacher education (B&LV) program. The program ensures that teachers can provide the accommodations necessary for students with visual impairments to excel in the classroom. 

“Blindness and low vision are low incidence disabilities, so they can get pushed aside,” Dr. Shari Scott, B&LV program coordinator, said.  

“Even if you have just one person who needs Braille or access to large print, it’s worth providing that support.”  

The O&M and the B&LV programs at MSU recently received national accreditation from the Association for Education and Rehabilitation of the Blind and Visually Impaired (AERBVI). 

The difference access can make  

Providing visually impaired students with accommodations in the classroom is crucial to allowing them to participate in everyday life.  

Dr. Christopher Craig, deputy provost at MSU, learned this at a young age when attending the Missouri School for the Blind. He credits the school with much of his success in discovering how to navigate his environment despite his visual impairment.  

“Part of what I’ve been able to do in my life, including being deputy provost, is because I had a strong skill base for learning how to cope and communicate,” Craig said. “Every kid deserves to be taught reading by a qualified teacher.” 

The blind and low vision certification ensures that students with visual impairments can manage classroom materials like textbooks, course websites and other media that is consumed visually.  

As the skills needed for success go beyond the classroom, the orientation and mobility program covers everything from cane skills to public transportation and metro travel. 

To get an O&M certification, students spend more than 20 hours under a blindfold learning the skills they will be teaching to individuals with visual impairments.  

“Even if someone can read Braille and access the world digitally, they may not feel comfortable hopping on a plane and going to Brazil,” Scott said. “Learning orientation and mobility opens up the world.”    

Explore the O&M program  

A broader vision  

Craig began developing these programs at MSU with the hope that they would produce the specialized instructors needed to better serve people with visual impairments.  

“I started this program in Missouri because there were children with visual impairments who needed greater care. They weren’t learning Braille, communication skills or how to use assistive technologies,” Craig said.  

“There also was nothing in Missouri to help these children learn how to physically get around.”  

With proper accommodations, people with visual impairments can meet their full potential alongside their sighted peers.  

“Having a job brings self-fulfillment and self-actualization,” Scott said. “If you have a sensory deprivation, such as hard of hearing or blindness, you can benefit from a specialized instructor to help you navigate functional skills. 

“One of my former students was the first blind student to go to Columbia University in New York. The things he is doing in journalism today are totally amazing.” 

MSU is bringing these necessities to students who need them, providing opportunities for them that would otherwise be inaccessible.  

“This is bigger than just the university,” Scott said. “The K-12 kids in Missouri who don’t have instructors are front and center for us, but preparing specialized instructors goes beyond that. We are part of a global endeavor to improve accessibility.”  

About the accreditation 

While the B&LV program receives its teacher-certifying credentials from the Missouri Department of Elementary and Secondary Education (DESE), the AERBVI accreditation endorses the program as effective preparation.  

For the O&M program, the AERBVI is the certifying body. The accreditation allows for students in MSU’s O&M program to graduate fully licensed.  

MSU is one of just 12 universities with an accredited O&M program across the United States. 

Learn more about the accreditation 

Serving individuals with autism

by

Finding your passion within a field can make all the difference in motivating you to pursue your dreams.  

As a freshman at Missouri State University, Taylor Janota worked as a nanny for a young boy who had autism. In this role, she observed certified speech language pathologists, physical therapists and behavioral analysts as they worked with their client.  

Janota working in her role as a board-certified behavior analyst

“This little boy didn’t have any way of communicating with others, but we were able to work with him to build that skill set,” Janota, now a board-certified behavior analyst for Emergent Learning Center in St. Louis, Missouri said. “It was cool to see the collaborative process and the critical thinking that had to happen in order to set this child up for success.” 

With a passion for autism and language, Janota pursued her bachelor’s in speech language pathology and started in a graduate program.  

She soon discovered that she missed the behavioral side of working in therapy, so she refocused her graduate path to a master’s in special education with an autism emphasis.  

She also set her sights on applied behavior analyst (ABA) credentials, which she could prepare for with the experiences from her graduate program.  

Professional experiences  

As a graduate student, Janota worked closely with her professors, collaborated across departments and did practicums in school and clinical settings.  

“I was able to conduct research and do a lot of different things within the realm of autism,” Janota said. “I got experience working with kids, practicing intakes and data collection – all the skills that I use now in my career.”  

The ABA credentials are acquired after passing a national certification exam, which is taken separately from the typical classwork.  

“The exam is known as ‘the beast,’ and it is a little nerve-racking,” Janota laughed. “It definitely took some studying, but I was very surprised with how well prepared I felt for it.” 

Celebrating little victories  

In her career, Janota has learned to appreciate growing with her clients.  

“When you’re going into this field, you are going to learn a lot about these individuals who you’re serving and you’re going to learn a lot about yourself,” Janota said. “I’m someone who likes to see progress quickly, but I’ve realized that’s not life.” 

Janota works consistently with the same clients in a clinical setting, so she gets to see her clients in each step of their journey.  

“This work has given me a new lens for looking at progress,” Janota said. “Even if it’s just a little bit of progress, that’s progress, and that’s something to be celebrated.” 

Explore autism spectrum disorder graduate programs

Creating pathways for paraeducators

by

Missouri is facing a teacher shortage.  

Information from Missouri Department of Elementary and Secondary Education (DESE) shows that special education teachers rank in the top three certification areas in need of fully certified teachers to fill vacancies across the state. 

Faculty in Missouri State’s  College of Education are striving to create a solution to this shortage. They developed Pathways for Paraprofessionals, an alternative pathway to certification for paraeducators in Missouri schools.  

Paraeducators assist special education teachers throughout the school by supporting individualized education plans across academic and behavioral realms. 

“Paraeducators are already working in special education and already have a desire to work with kids with special needs,” said Dr. Reesha Adamson, associate professor in the department of counseling, leadership and special education (CLSE) at MSU. “We had to think about how we can support this population of individuals in accessing a degree.” 

Eliminating barriers 

The Pathways for Paraprofessionals program is funded as part of the Workforce Innovation Opportunity Act. It’s designed to remove many of the barriers that prevent paraeducators from returning to college and completing their degree. 

“Pathways for Paras is a great way to ‘think outside of the box’ as we attempt to increase the number of people who will become teachers,” Dr. Jon Turner, associate professor in the CLSE department, said.  

Learning at work 

While it is not uncommon for paraeducators to be in the traditional degree program, the traditional path is not always conducive to students who work full-time.  

“We created a track where school districts partner with us to develop cohorts within their districts,” Adamson said. “The track is unique because about half of the classwork for those final two years is taught at the school district.”   

Bringing the classwork to the districts has several benefits, allowing teachers to focus on the curriculum in the schools where they already work. 

“They’re able to talk about best practice as it applies to their school district’s curriculum and then walk out the door and immediately apply those practices to the job that they’re doing every day,” Adamson said.  

Finding financial resources 

One of the biggest barriers for nontraditional students is a lack of financial assistance.  

“Many potential teachers cannot travel the traditional route to get a teaching degree,” Turner said. “They need a job while they pursue their degree and just can’t afford to attend college full-time.”   

The U.S. Department of Labor recognizes paraeducator as a skilled apprenticeship, allowing Pathways for Paraprofessionals to be designated as an apprenticeship program. 

This opened funding opportunities, making higher education achievable for nontraditional students who are already working as paraeducators.  

“For paraeducators who are interested in this program: Do not let anything stop you from achieving your dreams of higher education,” Adamson said. “There are so many resources out there. Our goal is to try to make this as affordable as possible for each individual in this program.” 

Explore the Pathways for Paraprofessionals track 

Supporting English language learners

by

When Dr. Kennedy Ongaga, assistant professor in the department of counseling, leadership and special education, found out he won the Spencer Foundation research grant, he ran to his front yard and shouted, “Thank you, God!”  

“When we have a crisis, marginalized students and English learners are always left behind,” Ongaga said. “During COVID-19, our homes, our students’ homes, became the schools when schools moved to remote. The question becomes, what resources are available or did schools leverage to support student learning?” 

Ongaga’s research seeks to assess the education of English language learners (ELL) in Springfield Public Schools (SPS) during the pandemic. 

The data he collects will serve as a foundation for improving and creating support services for ELLs in times of crisis.  

Working in social justice 

Ongaga’s work in SPS specifically addresses ELLs. Many of them are refugees from around the world including Afghanistan, Congo, Iraq, Malawi and Tanzania.  

“I try to acculturate them and help them to understand what life is like in America,” Ongaga said. “I also do interpretation for students who don’t speak English for the K-12 schools within this region.” 

The pandemic caused transitions in class delivery, communication and the structure of school. Ongaga’s research questions address how accommodations were made to assist ELLs during this transition and the ongoing pandemic.  

Asking the right questions  

Ongaga will officially begin this research project in October 2021 and plans to conclude it in September 2023. 

The data collection will occur in four phases: 

  • Surveying students, administrators, EL specialists, teachers and other staff members.  
  • Interviews with counselors, school nurses, social workers and psychologists.
  • Focus groups with parents, teachers and students.
  • Secondary data including assessment results and test scores from DESE. 

“Using secondary data, in connection with the qualitative data that we’ll get from the participants, we should be able to make evidence-based projections of what is going on,” Ongaga said. 

He hopes this data will help answer questions such as:  

  1. What services, strategies and special accommodations did SPS implement to support ELLs learning during the pandemic? 
  2. To what extent do ELLs perceive that their academic needs were actually met during the pandemic? 
  3. What is communication like between the school, teachers and parents to keep the momentum of student learning going? 
  4. What guidance and supports are educators provided with to address EL learning needs?   

“For some students, school is where they take their breakfast, their lunch and sometimes that’s where they get that sandwich that they take home for dinner,” Ongaga said. “I want to know what services and programs have been used to mitigate the impact of the pandemic on the ELL’s social-emotional development and their family’s wellbeing.” 

Ongaga hopes to make research-based recommendations for SPS and other K-12 districts so they can be more specific in addressing the needs of such sub-groups and marginalized students.  

“We have a lot of resources to rehumanize education in times of crises – if only we can know how to leverage those resources to reach students,” Ongaga said. 

Spencer Foundation Funding  

Ongaga’s research is funded in part by the Spencer Foundation research grant that he won this fall. The Spencer Foundation awards grants nationally and applicants have only a 5% chance of receiving funding.  

Ongaga submitted the application himself, but he is grateful for the support he found in his department. 

“Dr. Reesha Adamson, who was my answering department head, was absolutely helpful in calming me down,” Ongaga said. “She’s very good with grant writing and shared sort of a toolbox of what I needed to do.” 

The pandemic continues to reveal inequities that ELLs and children from immigrant families experience in U.S. schools and their communities.  

Support from the Spencer Foundation is an acknowledgment of how important this kind of work is in making a difference in the lives of students.  

“I’m very sure, through these small grants, we will be able to make an impact and meaningfully partner with our K-12 school districts in addressing challenges of reaching vulnerable populations,” Ongaga said. 

Making a difference 

Ongaga’s research connects to the ways Missouri State is working to improve the community through the public affairs mission. Ongaga hopes the work he is doing will inspire others.  

He referenced a well-known quote: “You don’t get harmony when everyone sings the same note. Only notes that are different can harmonize. The same is true of people.”  

Ongaga encourages people to find their own ways to help the people around them.  

“When you look at what’s going on around the world and see what people are going through – they’re not worse than me and you. They’re just human beings caught up in some kind of mess,” Ongaga said. “We have a moral responsibility to be our brother’s keeper, and I’m very sure we can do it.” 

Learn more about the public affairs mission   

The College of Education welcomes Dr. Marjorie Shavers

by

Dr. Marjorie Shavers will join Missouri State University’s College of Education this fall as the department head of counseling, leadership and special education (CLSE). 

Shavers became interested in the position after reading that MSU was recently ranked among the top 10 universities for students with disabilities.  

“I think that speaks strongly to what is at the core of the institution,” Shavers said. “My son has Down syndrome so that was really important to me, knowing there’s a program for individuals with developmental and intellectual disabilities.”  

As she went through the interview process, she began to feel like she had the right skills to contribute to the program.  

“I could see myself fitting here,” Shavers said. “I’m really looking forward to getting to know the different people in the department and across campus.” 

Taking the next step 

Shavers is a licensed clinical mental health counselor and school counselor. She began her career working at an elementary school.  

Over time, she gained experience working as a professor, clinical director and, most recently, as the senior leader for graduate programs for Heidelberg University in Ohio. 

The past year has been difficult for everyone, but the struggle allowed Shavers to discover her strength as a leader.   

“As a counselor, I have a unique ability to tap into dynamics in a way that you don’t see as often,” Shavers said. “I think I have something I can offer in this space, so I started to look toward leadership opportunities.” 

There’s no question that leadership roles come with unique challenges, but Shavers is no stranger to putting in the work.  

Before having her son, she ran several half-marathons and is now getting back to running. 

“There’s something about being really disciplined about something that makes you feel powerful,” Shavers said.  

Becoming a Bear 

Moving from Ohio to Missouri is quite the ordeal, but Shavers is excited to explore the Ozarks.  

“I know the Ozarks and Springfield have a ton of history,” Shavers said. “I like to learn the history of things, so I’m looking forward to getting to know a new city.” 

An avid sports fan, Shavers is also looking forward to attending sporting events on campus and teaching her son to cheer for the Bears. 

Shavers will begin her position at MSU Aug. 1.  

Welcome, Dr. Shavers!